Summary- This summary report is on School Reform. It goes into a lot of detail about what is going wrong in our school systems by showing statistics, how it is going so wrong, and how we can improve to fix it. One part of the report goes into comparing US international test scores to other countries scores. The US is lagging behind Asian countries in math. Some reasons why we are so behind in our standardized test scores against other countries are due to the fact of the student’s background. If they live in poverty, it is shown they will do poorly. Also, teacher evaluations are linked to a student’s performance on a standardized test. If the teacher doesn't have a great evaluation, statistics show that students will not do great either. Teachers may receive negative evaluations due to the fact that their salaries are much lower than teachers in other countries. Teaching in other countries is considered a prestigious profession. Here is the US unfortunately it is not and as a result the teachers do not put in as much effort with their student’s education. Therefore causing poor standardized test scores on a internationally based scale.
Reaction- In the article, I learned that the US is scoring below many other countries in standardized assessments while also learning some of the reasons why they are so low. The reasons are valid and make sense to why our scores are not as exceptional as other countries. When looking at Asian countries where the teachers are paid a high salary, their students get high test scores showing that the standardized tests are effective. Because of our low scores on these tests, it is pretty accurate of how we need to improve our education system. In this case I do see international testing as effective proving to the US that there needs to be a change. In the Rhode Island Strategic Plan, their goal is to connect students to international tests that lead them to alternate pathways. In order to achieve this goal to the fullest, the US along with Rhode Island needs to try to fix their education systems and therefore will have higher test scores allowing students to have endless possibilities.
Summary- This article I found on New York Times website. It was titled US Students Strong at Problem Solving But Trail Other Nations. Mokoto talks about how US international test scores on problem solving tests (like PISA) are strong but still are lagging behind Asian, European, and Canadian test scores. The US problem solving scores are better than their scores in reading, math, and science. This shows that students can figure out questions that relate directly to real life situations preparing them for the real world as oppose to straight memorization of facts when taking a reading, math, or science test. Although the US has decent scores, they are still behind and are out preformed by other countries.
Reaction- Reading this article ensured me that these tests can be pretty effective and that we do need to improve our scores when compared to other countries. The PISA measures critical thinking, creative thinking, and problem solving which are all important aspects students need to learn in their education. In order to get higher test scores students need to focus on their problem solving skills as well as higher-level thinking. If they can do this I have no doubt the US scores will be higher, similar to other countries. In Rhode Island as a whole, students will achieve these high-test scores when teachers can teach them more exclusively these topics of problem solving. We are involved in taking these tests; we just need to focus on getting better scores. If students can achieve scores that will surpass other countries it will provide them endless pathways in how they want to live out their lives. The skills that the PISA measures is vital to success in life. If Rhode Island students can master these skills and get scores that are high on the PISA, they will have no limits in their educational lives.
Scholarly Article-
Goldstien, H. (2007). Multilevel Structural Equation Models for the Analysis of Comparative Data on Educational Performance. American Educational Research Association, 32(3), 252–286.
Summary-
This chapter I found in a journal is called ‘Multilevel Structural Equation Models for the Analysis of Comparative Data on Educational Performance’. In the beginning of the paper, it explains the PISA (Program for International Student Assessment) that it is an examination that 15 year olds take in 32 countries. It is a comparative test where analyzers can see which countries are more advanced educationally than others. The exam assesses reading, math, and science. The paper continues on explaining how they are going to analyze two specific countries, England and France by how well they did on their PISA scores. 15 year olds take this exam. In England, children are in 11th grade when they are 15, while in France 15 year olds are in 10th grade due to the birthday cut-off when they started school. The point of this journal was to find a solution or equation where they could standardize the two countries although some students in England had another year of schooling when they took the PISA than the French students. Goldstien found a really complex, multilevel equation where he found a way to standardize the differences by looking at students born from January to August verses looking at students born from September to August and also gender. This complicated system did find a way to standardize the countries and therefore accurately compare them. But Goldstien argues that it shouldn't be that confusing to compare test scores across countries making it not accurate and therefore effective. These standardizing issues are not including social, cultural, or economic factors either. Goldstien states that we cannot ignore this standardizing drawback because it gives some countries better scores than others on the PISA.
Reaction-
My reaction to this article was that it was something I never really thought about before. I never knew that countries could be so different that we would actually need a complicated, multi-level equation to standardize them. In order for the test to be fully effective, they have to be standardized. Once they are standardized, I believe that they can be effective and therefore the results and scores can be analyzed. Goldstien makes this clear that it is needed in order to accurately compare countries education systems. Rhode Island’s goal for internationally based tests is to stay on track with them and to continue taking them to align alternate pathways for students. The superintendent should take note that when Rhode Island schools are compared with other countries or other states in our own country that every school system is different. If the US and Rhode Island in general have lower PISA scores than other countries it shouldn't be assumed that their not as smart as other countries because unless they are standardized, the scores aren’t as accurate. If the countries’ scores were standardized using the multilevel equation explained in the article then it would be accurate to compare the countries. But until they are standardized, it is not accurate.
Summary- This editorial article is called Achievement Gaps in Education. It revolves around our decreasing math and science scores on International Tests. Ornstien explains that the United States’ scores are not as high as other advanced technologically countries. On the international report card, the US received a ‘D’ on their test scores. In the Trends in International Math and Science Study (TIMMSS) which is a international assessment, American 4th graders scored 8th out of 18 countries taking the exam. When we were compared against industrialized countries, our scores are below average. But when we are compared with other industrialized countries and third world countries, the US is average. Also, in the PISA the US scored below average. The United States has many excuses for these low scores such as 30% of teachers teaching math and science teach without a license. Also in the United States, students take less math and science classes than other countries do. US students are in class for a shorter amount of time than students in other countries. One solution Ornstien came up with is to have more instructional time for math and science. With that students will have higher international test scores.
Reaction- My reaction to this article is that I now understand what is going on in US schools. There are excuses to why the schools are doing so poorly on international tests compared to other countries. But what I liked about this article is that there was a solution to the problem. The author didn't just complain and have excuses for the poor test scores but he also has the solution to the problem and how it can be fixed for the US. We need to fix our problems and reduce these excuses so that our scores can be better than other countries. Until then, it is hard to look at these scores and see them as effective. Once we can fix our education system, I believe that the tests can be effective and therefore applied to our US schools. In Rhode Island’s plan they want to stay connected to internationally benchmarked assessments. In relating to this article, we now can follow Goldstien’s solution to improving our math and science international test scores by giving more instructional time on those two subjects. By doing that Rhode Island as well as the US can be connected to the tests as well as do well. Also, we can understand what is going so wrong with the excuses for the international scores so that the US can get back on track and get to the benchmarked international assessments.
Summary- This article by Hanushek is called US Students from Educated Families Lag in International Tests. It talks about how math is significant for the individual and country’s well being. But the US is ranked so poorly in comparison to other countries. We are ranked 27th out of 34 countries, which is clearly very low. In schools where parents have low-level education, students score 17% proficiency in math. Where compared to other countries, schools where the parents have low-level education, their students score 46% proficiency. The US in low-level education (disadvantaged backgrounds) scores 20 out of 34 countries. In comparison schools where parents have high education in the US have a 43.3% proficiency in math and ranked 28 out of 49 countries. When compared with Korea, high parental education students have scores of 72.8% proficiency in math and ranked 1 out of 49 countries. This essentially all means that US students who come from advantaged backgrounds are lagging behind other countries from advantaged and disadvantaged backgrounds.
Reaction- This article shows me that the US is lagging significantly behind other countries in international testing in the math section. Are international tests effective? Hanushek says that math determines the country’s and individual’s well-being. Math is important. It is upsetting knowing that the US is doing so poorly when compared to other countries. But I think that this does prove that the international tests are effective. Because math proves well-being, it should be a concern of the US to improve our scores in-order to improve the US’s well being. Rhode Island should acknowledge the gap between the test scores between the advantaged and disadvantaged students as well as the gap between their scores and other countries scores. Just because students are from highly educated parents doesn't mean that their test scores are better than test scores from students that are from highly educated parents from other countries. Rhode Island needs to try to improve their test scores, once they do they will improve their well-being as well.
Overall Reaction to Your Research
I have learned that our international standardized test scores are lagging behind other countries. We are especially behind in math and science scores. It is due to many reasons for example, the student's background may have an impact or poor teaching style. Also students have less instructional time of math and science courses and have less time in the classroom when compared to other countries.
Math is so so important to a student's wellbeing as well as a country's wellbeing. It is important to improve our math scores. In order to get higher scores students can focus on their critical thinking skills and their problem solving skills because that is what the PISA (Program for International Student Assessment) measures which is a common international exam that the US and other countries take. Also, we could spend more time teaching our students math and science in order for them to achieve higher scores. But we do need to be careful when comparing US scores to other countries scores. Because there are so many different factors when contrasting, looking at two different countries scores may not be as accurate. We cannot assume that the US is doing as poorly as they are because schools in different countries are so different. Are these international tests effective? Yes. We are learning that our scores are poor and therefore they are telling us that there needs to be a change. I consider this effective. We are realizing that we need improvement in our educational system in order to better our scores. Once we do better them, it will prove that our educational system is improving.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
What I learned in my research is that US schools need improvement based on their international test scores. Because Rhode Island is a state in the US, it means that they need changed in their educational systems as well. If we can improve our international test scores in Rhode Island, our schools in Rhode Island would improve. Many of the articles I read gave different ideas to better school's test scores. For example, Rhode Island could spend more time teaching math and science to get better math and science assessment scores. Also, in the classroom teachers could teach in a way that challenges the students to think critically and problem solve. This won't only help them overall in their lives and education but also in their test scores. Schools across the country need to take serious efforts in order to improve their test scores. As a result of improving the international assessment scores, the schools will improve as well.
Author: Ally Corey
Summary Article-
Clemmitt, M. (2011). School Reform. Retrieved from http://library.cqpress.com.uri.idm.oclc.org/cqresearcher/document.php?id=cqresrre2011042900&type=hitlist&num=2
Summary-
This summary report is on School Reform. It goes into a lot of detail about what is going wrong in our school systems by showing statistics, how it is going so wrong, and how we can improve to fix it. One part of the report goes into comparing US international test scores to other countries scores. The US is lagging behind Asian countries in math. Some reasons why we are so behind in our standardized test scores against other countries are due to the fact of the student’s background. If they live in poverty, it is shown they will do poorly. Also, teacher evaluations are linked to a student’s performance on a standardized test. If the teacher doesn't have a great evaluation, statistics show that students will not do great either. Teachers may receive negative evaluations due to the fact that their salaries are much lower than teachers in other countries. Teaching in other countries is considered a prestigious profession. Here is the US unfortunately it is not and as a result the teachers do not put in as much effort with their student’s education. Therefore causing poor standardized test scores on a internationally based scale.
Reaction-
In the article, I learned that the US is scoring below many other countries in standardized assessments while also learning some of the reasons why they are so low. The reasons are valid and make sense to why our scores are not as exceptional as other countries. When looking at Asian countries where the teachers are paid a high salary, their students get high test scores showing that the standardized tests are effective. Because of our low scores on these tests, it is pretty accurate of how we need to improve our education system. In this case I do see international testing as effective proving to the US that there needs to be a change. In the Rhode Island Strategic Plan, their goal is to connect students to international tests that lead them to alternate pathways. In order to achieve this goal to the fullest, the US along with Rhode Island needs to try to fix their education systems and therefore will have higher test scores allowing students to have endless possibilities.
Analysis Article-
Mokoto, R. (2014). New York Times. Retrieved from http://www.nytimes.com/2014/04/02/us/us-students-strong-at-problem-solving-but-trail-other-nations.html?module=Search&mabReward=relbias%3Aw%2C%7B%222%22%3A%22RI%3A12%22%7D&_r=0
Summary-
This article I found on New York Times website. It was titled US Students Strong at Problem Solving But Trail Other Nations. Mokoto talks about how US international test scores on problem solving tests (like PISA) are strong but still are lagging behind Asian, European, and Canadian test scores. The US problem solving scores are better than their scores in reading, math, and science. This shows that students can figure out questions that relate directly to real life situations preparing them for the real world as oppose to straight memorization of facts when taking a reading, math, or science test. Although the US has decent scores, they are still behind and are out preformed by other countries.
Reaction-
Reading this article ensured me that these tests can be pretty effective and that we do need to improve our scores when compared to other countries. The PISA measures critical thinking, creative thinking, and problem solving which are all important aspects students need to learn in their education. In order to get higher test scores students need to focus on their problem solving skills as well as higher-level thinking. If they can do this I have no doubt the US scores will be higher, similar to other countries. In Rhode Island as a whole, students will achieve these high-test scores when teachers can teach them more exclusively these topics of problem solving. We are involved in taking these tests; we just need to focus on getting better scores. If students can achieve scores that will surpass other countries it will provide them endless pathways in how they want to live out their lives. The skills that the PISA measures is vital to success in life. If Rhode Island students can master these skills and get scores that are high on the PISA, they will have no limits in their educational lives.
Scholarly Article-
Goldstien, H. (2007). Multilevel Structural Equation Models for the Analysis of Comparative Data on Educational Performance. American Educational Research Association, 32(3), 252–286.
Summary-
This chapter I found in a journal is called ‘Multilevel Structural Equation Models for the Analysis of Comparative Data on Educational Performance’. In the beginning of the paper, it explains the PISA (Program for International Student Assessment) that it is an examination that 15 year olds take in 32 countries. It is a comparative test where analyzers can see which countries are more advanced educationally than others. The exam assesses reading, math, and science. The paper continues on explaining how they are going to analyze two specific countries, England and France by how well they did on their PISA scores. 15 year olds take this exam. In England, children are in 11th grade when they are 15, while in France 15 year olds are in 10th grade due to the birthday cut-off when they started school. The point of this journal was to find a solution or equation where they could standardize the two countries although some students in England had another year of schooling when they took the PISA than the French students. Goldstien found a really complex, multilevel equation where he found a way to standardize the differences by looking at students born from January to August verses looking at students born from September to August and also gender. This complicated system did find a way to standardize the countries and therefore accurately compare them. But Goldstien argues that it shouldn't be that confusing to compare test scores across countries making it not accurate and therefore effective. These standardizing issues are not including social, cultural, or economic factors either. Goldstien states that we cannot ignore this standardizing drawback because it gives some countries better scores than others on the PISA.
Reaction-
My reaction to this article was that it was something I never really thought about before. I never knew that countries could be so different that we would actually need a complicated, multi-level equation to standardize them. In order for the test to be fully effective, they have to be standardized. Once they are standardized, I believe that they can be effective and therefore the results and scores can be analyzed. Goldstien makes this clear that it is needed in order to accurately compare countries education systems. Rhode Island’s goal for internationally based tests is to stay on track with them and to continue taking them to align alternate pathways for students. The superintendent should take note that when Rhode Island schools are compared with other countries or other states in our own country that every school system is different. If the US and Rhode Island in general have lower PISA scores than other countries it shouldn't be assumed that their not as smart as other countries because unless they are standardized, the scores aren’t as accurate. If the countries’ scores were standardized using the multilevel equation explained in the article then it would be accurate to compare the countries. But until they are standardized, it is not accurate.
Editorial Article-
Ornstien, A. (2010, August 4). Achievement Gaps in Education. Springer Science+Business Media, LLC 2010. Retrieved from http://web.b.ebscohost.com.uri.idm.oclc.org/pov/pdfviewer/pdfviewer?sid=16de7d99-e2b0-4614-971b-32375de21079%40sessionmgr111&vid=18&hid=110
Summary-
This editorial article is called Achievement Gaps in Education. It revolves around our decreasing math and science scores on International Tests. Ornstien explains that the United States’ scores are not as high as other advanced technologically countries. On the international report card, the US received a ‘D’ on their test scores. In the Trends in International Math and Science Study (TIMMSS) which is a international assessment, American 4th graders scored 8th out of 18 countries taking the exam. When we were compared against industrialized countries, our scores are below average. But when we are compared with other industrialized countries and third world countries, the US is average. Also, in the PISA the US scored below average. The United States has many excuses for these low scores such as 30% of teachers teaching math and science teach without a license. Also in the United States, students take less math and science classes than other countries do. US students are in class for a shorter amount of time than students in other countries. One solution Ornstien came up with is to have more instructional time for math and science. With that students will have higher international test scores.
Reaction-
My reaction to this article is that I now understand what is going on in US schools. There are excuses to why the schools are doing so poorly on international tests compared to other countries. But what I liked about this article is that there was a solution to the problem. The author didn't just complain and have excuses for the poor test scores but he also has the solution to the problem and how it can be fixed for the US. We need to fix our problems and reduce these excuses so that our scores can be better than other countries. Until then, it is hard to look at these scores and see them as effective. Once we can fix our education system, I believe that the tests can be effective and therefore applied to our US schools. In Rhode Island’s plan they want to stay connected to internationally benchmarked assessments. In relating to this article, we now can follow Goldstien’s solution to improving our math and science international test scores by giving more instructional time on those two subjects. By doing that Rhode Island as well as the US can be connected to the tests as well as do well. Also, we can understand what is going so wrong with the excuses for the international scores so that the US can get back on track and get to the benchmarked international assessments.
Reputable Website-
Hanushek, E. (n.d.). U.S. Students from Educated Families Lag in International Tests. Education Next. Retrieved from http://educationnext.org/us-students-educated-families-lag-international-tests/
Summary-
This article by Hanushek is called US Students from Educated Families Lag in International Tests. It talks about how math is significant for the individual and country’s well being. But the US is ranked so poorly in comparison to other countries. We are ranked 27th out of 34 countries, which is clearly very low. In schools where parents have low-level education, students score 17% proficiency in math. Where compared to other countries, schools where the parents have low-level education, their students score 46% proficiency. The US in low-level education (disadvantaged backgrounds) scores 20 out of 34 countries. In comparison schools where parents have high education in the US have a 43.3% proficiency in math and ranked 28 out of 49 countries. When compared with Korea, high parental education students have scores of 72.8% proficiency in math and ranked 1 out of 49 countries. This essentially all means that US students who come from advantaged backgrounds are lagging behind other countries from advantaged and disadvantaged backgrounds.
Reaction-
This article shows me that the US is lagging significantly behind other countries in international testing in the math section. Are international tests effective? Hanushek says that math determines the country’s and individual’s well-being. Math is important. It is upsetting knowing that the US is doing so poorly when compared to other countries. But I think that this does prove that the international tests are effective. Because math proves well-being, it should be a concern of the US to improve our scores in-order to improve the US’s well being. Rhode Island should acknowledge the gap between the test scores between the advantaged and disadvantaged students as well as the gap between their scores and other countries scores. Just because students are from highly educated parents doesn't mean that their test scores are better than test scores from students that are from highly educated parents from other countries. Rhode Island needs to try to improve their test scores, once they do they will improve their well-being as well.
Overall Reaction to Your Research
I have learned that our international standardized test scores are lagging behind other countries. We are especially behind in math and science scores. It is due to many reasons for example, the student's background may have an impact or poor teaching style. Also students have less instructional time of math and science courses and have less time in the classroom when compared to other countries.
Math is so so important to a student's wellbeing as well as a country's wellbeing. It is important to improve our math scores. In order to get higher scores students can focus on their critical thinking skills and their problem solving skills because that is what the PISA (Program for International Student Assessment) measures which is a common international exam that the US and other countries take. Also, we could spend more time teaching our students math and science in order for them to achieve higher scores. But we do need to be careful when comparing US scores to other countries scores. Because there are so many different factors when contrasting, looking at two different countries scores may not be as accurate. We cannot assume that the US is doing as poorly as they are because schools in different countries are so different. Are these international tests effective? Yes. We are learning that our scores are poor and therefore they are telling us that there needs to be a change. I consider this effective. We are realizing that we need improvement in our educational system in order to better our scores. Once we do better them, it will prove that our educational system is improving.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
What I learned in my research is that US schools need improvement based on their international test scores. Because Rhode Island is a state in the US, it means that they need changed in their educational systems as well. If we can improve our international test scores in Rhode Island, our schools in Rhode Island would improve. Many of the articles I read gave different ideas to better school's test scores. For example, Rhode Island could spend more time teaching math and science to get better math and science assessment scores. Also, in the classroom teachers could teach in a way that challenges the students to think critically and problem solve. This won't only help them overall in their lives and education but also in their test scores. Schools across the country need to take serious efforts in order to improve their test scores. As a result of improving the international assessment scores, the schools will improve as well.